WHY DO WE NEED TO
DIFFERENTIATE?
Differentiated learning
helps pupils understand
and apply both content
and process in their
learning. It also helps to
create choices for pupils
which connect with
improvements in focus
and concentration.
Differentiation demonstrates a
teacher’s knowledge of pupils as
individual learners.
Differentiation enables pupils to
access the learning.
Differentiation demonstrates that
the learning is matched to the needs,
interests & abilities of the different
pupils.
“Differentiation is the
process whereby teachers
meet the need for
progress through the
curriculum by selecting
appropriate teaching
methods to match an
individual child’s learning
strategies, within a group
situation”.
Visse 1993
QUICK TIPS •Provide images & key words as support.
•Breakdown an activity into subsections.
•Provide ‘thinking-time’ before pupils
can respond to a question.
•Multiple –choice questions.
•Pupils respond in an alternative way to
writing (Kinesthetic response).
•G&T pupils lead in group activities.
•Spider-diagram to deliver new
information.
•Spot-the-error / correct it!
•TA support with reading elements.
•Background reading set as homework in
previous lesson – so pupils not coming
into a lesson ‘cold’.
•Peer support.
OUTCOME
VAK
?
TASK
Differentiation
?
SUPPORT
RESOURCE
GROUP
Differentiation in Action.
Classroom management – pupils seated in learning groups-peer
support, mixed ability groups or ability groups.
Different task depending upon ability –( allow pupils to choose or be
discreet).
By resource – all pupils have the same stimulus but have a different
writing frame/support sheet/sentence starters to help complete
activities.
By outcome – pupils have same stimulus but complete different level of
activity. Some pupils to complete an extended paragraph, others 10
key bullet points. Some pupils to highlight key points. Set an openended task.
By activity – same stimulus but then pupils complete a different type of
activity to demonstrate their understanding.
By support – use of a Learning Mat use of TA (so pupils can access the
lesson and not ‘be stuck’).
Jayne Bevan
For differentiation to be
successful you need to know
your group.
Use the data to guide you?
Who are the G&T pupils?
Who is on the SEN register –
why? How many pupils are
currently working at a specific
NC level/grade? Who is underachieving – why? Who is on
target – why? Who is overachieving – why?
Graduated tasks – questions start easy and then gradually become
harder . Pupils have a set amount of time.
Pick N Mix – questions / activities put into sections – pupils have to
complete a certain amount of questions from each section.
Questionning techniques – use Bloom’s Taxonomy to stretch pupil
understanding.
‘Play to their strengths’ - deliver same information but give pupils a
choice of ways to demonstrate their understanding .
Extension activities – not just more of the same! These activities
should be built into the lesson & are an integral part of the plan.
How can pupils develop their understanding further?
VAK – meet the needs of the different learning styles, use a range of
learning styles for pupils to develop their understanding.
Differentiation can be
defined in many
ways. The idea of
taking your students
to the same
destination while
using different modes
of transport is one
way of looking at the
process (Nunley,
2007)